Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

Knowledge building: aligning education with needs for knowledge creation in the digital age     

Tan  Seng Chee  Chan  Carol  Bielaczyc  Katerine  Ma  Leanne  Scardamalia  Marlene  Bereiter  Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...  相似文献   

Keyboarding compared with handwriting on a high-stakes writing assessment: Student choice of composing medium, raters’ perceptions, and text quality     

Carl  Scott B.  Jeb   《Assessing Writing》2008,13(1):4-25

This article examines the influence of keyboarding versus handwriting in a high-stakes writing assessment. Conclusions are based on data collected from a pilot project to move Old Dominion University's Exit Exam of Writing Proficiency from a handwritten format into a dual-option format (i.e., the students may choose to handwrite or keyboard the exam). This test case is used to demonstrate the complex implications for a writing assessment tool when universities aim to accommodate students’ various methods of physically creating a text. Discussion includes speculation about the format of the writing component on the SAT. It is argued that by analyzing the differences in high-stakes exams when students keyboard and when they handwrite, researchers can better understand how the material conditions for composing influence students and raters. It is concluded that if handwriting and keyboarding represent even slightly different composing skills and cognitive processes, then high-stakes writing assessments should aim to accommodate students by providing methods of textual production with which students are most comfortable, even as this accommodation produces new challenges for the creators and managers of large-scale writing assessments.  相似文献   

Teaching community-college students to follow the train of thought in expository texts     

Carl Spring  James Prager 《Reading and writing》1992,4(1):33-54

Community-college students in a one-semester remedial reading course were taught that main ideas in expository texts are located in sentences connected by rhetorical relations into trains of thought. After extensive practice with a variety of materials, they were compared to students in no-treatment and alternative-treatment control groups on (a) identifying main ideas while reading a test passage, and (b) recalling main ideas and supporting details two days later. The test passage differed in rhetorical structure from passages previously studied. Results indicated that the experimental group scored significantly higher than both control groups on main-idea identification. The experimental group also scored significantly higher than the alternative-treatment group on the free-recall of main ideas but not supporting details. Effect sizes were generally large. Information about the course is presented, and the theoretical rationale for its design is discussed. Implications for classroom instruction and for the reading comprehension curriculum are discussed.  相似文献   

Problems with problem-centred knowledge     

Carl Bereiter 《Interchange》1992,23(4):383-388

The author completes theInterchange symposium on Referent-Centred and Problem-Centred Knowledge: Elements of an Educational Epistemology by responding to the commentaries of Paul Thagard, Stellan Ohlsson, and Francis Schrag.  相似文献   

Do not confuse the flow of behavior and accomplishments with the variables that influence it     

Carl Binder 《Performance Improvement》2012,51(2):6-7

Note: This commentary is part of an ongoing dialogue that began in the October 2011 Performance Improvement special issue entitled Exploring a Universal Performance Model for HPT: Notes From the Field.  相似文献   

Development of a neuroscience-oriented "methods" course for graduate students of pharmacology and toxicology     

Surratt CK  Witt-Enderby PA  Johnson DA  Anderson CA  Bricker JD  Davis VL  Firestine SM  Meng WS 《CBE life sciences education》2006,5(2):188-196

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An Approach to Annual Assessment and Evaluation of University Faculty     

Carl J Huberty 《Journal of Personnel Evaluation in Education》2000,14(3):241-251

An approach used to determine some university faculty annual raises is described. Faculty assessment information is covered first. Tabular summaries made from this information are also described. Then the annual evaluation procedure carried out by a faculty review team and the department head are described. The method used to determine faculty raise allocations is presented. Difficulties and limitations of the approach are mentioned throughout.  相似文献   

Upper extremity kinematics and body roll during preferred-side breathing and breath-holding front crawl swimming.     

C J Payton  R M Bartlett  V Baltzopoulos  R Coombs 《Journal of sports sciences》1999,17(9):689-696

Front crawl swimmers often restrict the number of breaths they take during a race because of the possible adverse effects of the breathing action on resistance or stroke mechanics. The aim of this study was to determine whether differences exist in the kinematics of the trunk and upper extremity used during preferred-side breathing and breath-holding front crawl swimming. Six male swimmers performed trials at their 200 m race pace under breathing and breath-holding conditions. The underwater arm stroke was filmed from the front and side using video cameras suspended over periscope systems. Video recordings were digitized at 50 Hz and the three-dimensional coordinates of the upper extremity obtained using a direct linear transformation algorithm. Body roll angles were obtained by digitizing video recordings of a balsa wood fin attached to the swimmers' backs. The swimmers performed the breathing action without any decrement in stroke length (mean +/- s: breathing 2.24 +/- 0.27 m; breath-holding 2.15 +/- 0.22 m). Stroke widths were similar in the breathing (0.28 +/- 0.07 m) and breath-holding (0.27 +/- 0.07 m) trials, despite swimmers rolling further when taking a breath (66 +/- 5 degrees) than when not (57 +/- 4 degrees). The timing of the four underwater phases of the stroke was also unaffected by the breathing action, with swimmers rolling back towards the neutral position during the insweep phase. In conclusion, the results suggest that front crawl swimmers can perform the breathing action without it interfering with their basic stroke parameters. The insweep phase of the stroke assists body roll and not vice versa as suggested in previous studies.  相似文献   

Living Un/Grammatically in a Grammatical World: The Pedagogic World of Teachers and Students     

Carl Leggo 《Interchange》1998,29(2):169-184

In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically.  相似文献